Reflections On The Construction Of Public Kindergarten Teaching Staff In China-Illustrated By The Case Of Huangshi City

Preschool education is the foundation education of life. In recent years, our country attaches particular importance to the development of preschool education after the end of compulsory education task. Three-year action plan for preschool education was implemented in 2012 to 2014, and the second term was implemented in 2015. On this basis, China’s preschool education has gained rapid development. Of course, there are also many problems, including preschool teachers become a huge obstacle to the further development of preschool education. Thus, how to strengthen childhood education teachers is the current problems to be solved. Base on surveys on preschool teaching staff of two public kindergartens in Huangshi City, this paper will analyze the basic information and problems and put forward suggestions by the methods of literature analysis, questionnaire and interview. By analysising the survey data, the author found that the current situation of teachers of two public kindergartens in Huangshi was that less number of teachers; unreasonable teachers structure (age, gender, profession); low quality of teachers (education, occupation professional level); uneven professionalism of teachers. This exposed some problems in the process, for instance, shortage of preschool teachers, low educational and professional level, and low social status as well as unreasonable gender and age structure, etc. Through making surveys and interviews, the author thought the main reasons as follow:1. effect of economic development of Huangshi; 2. effect of private kindergarten of Huangshi; 3.effect of teachers’ job burnout; 4.effect of teachers’ sex structure; 5. effect of teachers’ age structure. Therefore, the author suggest that joint efforts should be made by local government, universities, kindergartens and preschool teachers, including 1.enhance national support for preschool education; 2.improve education level; 3.promote professional level and comprehensive qualities of preschool teachers; 4.improve the pre-service and in-service training system,; 5.establish an exemplary preschool teaching staff, etc.